Bridget Campbell
Biographic Data
| ID | 4150254 |
|---|---|
| NAME | Bridget Campbell |
| GIVEN NAMES | Bridget |
| FAMILY NAME | Campbell |
| SIGNATURE | CAMPBELL B |
| AFFILIATIONS | University of KwaZulu-Natal |
| ORCID | 0000-0003-4305-3391 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Reflections on Our Journeys to Foregrounding Students’ Experiences Through Literature in a Pre-Service Teacher Education Programme
In this essay, four teacher educators explore their journeys towards foregrounding students’ lived experiences when teaching literature. Data about our teaching of literature in different contexts were generated through our personal reflective narratives and ensuing dialogic critical friend conversations. Inductive thematic analysis of the narratives revealed that in spite of our diverse initial teaching contexts and trajectories, we initially al…
Linguistic autobiographies and critical friend conversations as reflective tools in pre-service teacher education
This paper is an extension of our 2021 research into pre-service teachers’ linguistic autobiographies in a culturally diverse South African university. The paper, which is presented as conversations, examines what we learned about ourselves and our students through their reflective writing, our reflective writing, and our ensuing conversations. For the previous research, the participants, all pre-service teachers of English, wrote their linguisti…
Gaining insight into students’ language experiences through their linguistic autobiographies
To write a linguistic autobiography is to explore and reflect on our lived experiences with language. The purpose of this research was to gain insight into students’ language experiences through their linguistic autobiographies and to gain a greater understanding of their relationship with and thoughts on language within their social contexts. In this socio-cultural, qualitative, single-design case study, data were generated through the linguisti…
A critical reflection of my collaborative learning journey in a South African pre-service teacher education film study module
This paper reports on the process of understanding myself and my pre-service teacher education students better through my lecture reflections and deliberations with critical friends as I taught a South African film entitled Tsotsi. Conversations with colleagues deepened my analysis as I was challenged to revisit my musings on lecture reflections, and to probe facets of my background that influenced my responses to students. At the outset, I belie…
Using Photographs as Memory Prompt Objects
The power of literacy is such that it has the ability to drive social change. This narrative inquiry study, which is informed by sociocultural theory, was inspired by the 2016 Progress in International Reading Literacy Study report. The report, which indicated that 80% of South African Grade 4 children cannot read for meaning, encouraged two teacher educators to investigate our literacy journeys. We selected objects that represent our literate li…
Multilayered reflections of a social justice bricoleur
The aim of this narrative inquiry self-study project was to become more purposeful as a change agent in my postgraduate pedagogy. My objective was three-fold: I had a social justice agenda and also wanted to improve my pedagogy and my students' learning. My reflective pedagogic approach was designed to practice culturally responsive pedagogy and critical pedagogy from which I and my participant students would benefit. I practised reflective pedag…
Using Photographs as Memory Prompt Objects
The power of literacy is such that it has the ability to drive social change. This narrative inquiry study, which is informed by sociocultural theory, was inspired by the 2016 Progress in International Reading Literacy Study report. The report, which indicated that 80% of South African Grade 4 children cannot read for meaning, encouraged two teacher educators to investigate our literacy journeys. We selected objects that represent our literate li…
Multilayered reflections of a social justice bricoleur
The aim of this narrative inquiry self-study project was to become more purposeful as a change agent in my postgraduate pedagogy. My objective was three-fold: I had a social justice agenda and also wanted to improve my pedagogy and my students' learning. My reflective pedagogic approach was designed to practice culturally responsive pedagogy and critical pedagogy from which I and my participant students would benefit. I practised reflective pedag…
Using Photographs as Memory Prompt Objects
The power of literacy is such that it has the ability to drive social change. This narrative inquiry study, which is informed by sociocultural theory, was inspired by the 2016 Progress in International Reading Literacy Study report. The report, which indicated that 80% of South African Grade 4 children cannot read for meaning, encouraged two teacher educators to investigate our literacy journeys. We selected objects that represent our literate li…
Gaining insight into students’ language experiences through their linguistic autobiographies
To write a linguistic autobiography is to explore and reflect on our lived experiences with language. The purpose of this research was to gain insight into students’ language experiences through their linguistic autobiographies and to gain a greater understanding of their relationship with and thoughts on language within their social contexts. In this socio-cultural, qualitative, single-design case study, data were generated through the linguisti…
A critical reflection of my collaborative learning journey in a South African pre-service teacher education film study module
This paper reports on the process of understanding myself and my pre-service teacher education students better through my lecture reflections and deliberations with critical friends as I taught a South African film entitled Tsotsi. Conversations with colleagues deepened my analysis as I was challenged to revisit my musings on lecture reflections, and to probe facets of my background that influenced my responses to students. At the outset, I belie…
Linguistic autobiographies and critical friend conversations as reflective tools in pre-service teacher education
This paper is an extension of our 2021 research into pre-service teachers’ linguistic autobiographies in a culturally diverse South African university. The paper, which is presented as conversations, examines what we learned about ourselves and our students through their reflective writing, our reflective writing, and our ensuing conversations. For the previous research, the participants, all pre-service teachers of English, wrote their linguisti…
Reflections on Our Journeys to Foregrounding Students’ Experiences Through Literature in a Pre-Service Teacher Education Programme
In this essay, four teacher educators explore their journeys towards foregrounding students’ lived experiences when teaching literature. Data about our teaching of literature in different contexts were generated through our personal reflective narratives and ensuing dialogic critical friend conversations. Inductive thematic analysis of the narratives revealed that in spite of our diverse initial teaching contexts and trajectories, we initially al…
Pedagogy (5 works) · Sociology (5 works) · Linguistics (4 works) · Psychology (4 works) · Computer Science (3 works) · EFL/ESL Teaching and Learning (3 works) · Multilingual Education and Policy (3 works) · Social science (3 works) · Teacher Education and Leadership Studies (3 works) · Educator Training and Historical Pedagogy (2 works)